Education

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Foreign students up 4,5 % in french tertiary institutions

Noticias

Europe/ Francia/ 08.10.2018/ Source: thepienews.com.

There were 343,400 foreign students in the French higher education system, signalling a growth of 4.5% since 2016 according to figures released by the Ministry of Education.

The number of foreign students in tertiary education in France has grown 18% since 2012 and almost doubled between 2000 and 2017, the ministry document states.

“France presents an alternative to the [Anglophone] model of higher education”

“We are thrilled to see that French universities continue to attract many students coming from abroad and we hope that the trend will continue to grow,” Campus France’s director of communications Florent Bonaventure told The PIE News.

There are many factors behind the growth, Bonaventure explained. Beyond the quality of French higher education and its growing international reputation – and increased visibility in university rankings –  France has seen a rapid growth of English-taught programs and offers a cost-effective alternative to other destination countries, he said.

International students, Bonaventure explained, are treated the same as French or EU students, with the same fees, the same social security, and the same insurance regulations.

“France presents an alternative to the [Anglophone] model of higher education,” Bonaventure said.

“Education is of high quality, its research is known worldwide – see the Make our Planet Great Again program in natural science and climate change, for instance – and it is cheap for students as it is highly subsidised by the French state. France is also famous for its quality of life,”

According to the ministry figures, about half international students are from an African country, while 22% are from Europe ( 18% from the EU), 21% from the Asia-Pacific and 9% from the Americas.

All students who declared a nationality other than French are included in these figures, which include all foreign students already living in France, and also excludeS? exchange students.

Universities are by far the most popular institutions – that’s where over 70% of international students are enrolled, making up 14.6% of the student population.

The proportion of international students was shown to be varied across educational levels, though it was growing at postgraduate and doctorate level.

International students represent 11.6% of undergrad enrolments, 17% of master’s and 41% of doctorate level students.

The proportion of students who haven’t completed secondary education in France also grew: they make up 65.7% of international students at undergraduate level, 83% at postgraduate and 92% at doctorate level.

“[Along with EMI courses] Students have the opportunity to learn French while in France”

At university, the percentages of students from various countries vary only slightly: almost one international student in every five is from the EU (18.6%) and one from Asia (18.6%), while half are from Africa (49.9%).

Again, the proportion of students from a specific nationality varies across the study level. Asian students are overrepresented at PhD level, where they make up the 29.8% of all international students, and 55.3% of international students at master’s level are from Africa.

The most numerous nationality is Algeria, followed by Morocco and China – but while Algeria and Morocco register a strong growth from 2016, numbers from China are stagnating. There are slightly fewer students from Morocco and China in universities than in other tertiary education institutions.

Among European students, Italy is the most represented nationality, followed by Germany, Spain and Portugal.

In general, international students prefer literary disciplines (31.3%), followed by the sciences (29.1%) and economics (17.8%). Students from Africa show a slightly different trend, with most oriented towards the sciences (35.5%).

As for the future, Bonaventure said Campus France is planning on welcoming more students coming from Francophone countries, especially in Africa, and further promoting France as a study destination in non-Francophone countries, such as China, Vietnam, India, Brazil and African and Middle Eastern countries.

  1. “Universities have developed many English taught programs tailored for them and students have the opportunity to learn French while in France,” he said.

Source of the notice: https://thepienews.com/news/foreign-students-up-4-5-in-french-tertiary-institutions-figures-reveal/

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Compuses adapt to rise in Southeast Asian students

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Asia/Taiwan/08.10.2018/Source:

From Prayer rooms for Muslims to the diversity of food available at school cafeterias, university campuses in Taiwan have over the past few years been stepping up their efforts to accommodate an increasing number of Southeast Asian students.

The number of students from Southeast Asia and India enrolled in colleges and universities in Taiwan has tripled over the past decade, said Bi Tzu-an (畢祖安), director-general of the Department of International and Cross-strait Education Affairs at the Ministry of Education.

Ten years ago, the number of Indian and Southeast Asian students at universities in Taiwan was about 8,000. In 2016, 28,000 students from ASEAN member states were enrolled at tertiary institutions, a figure that rose to 38,000 last year, the ministry said.

The rising trend is expected to continue, Bi said, adding that Taiwan aims to increase student numbers from ASEAN countries to 58,000 by next year.

Taiwan has been focusing on not only nurturing local talent, but also forging ties with neighboring countries and attracting more students as part of its New Southbound Policy.

In 2016, Malaysian students comprised the majority of the ASEAN student population at 13,380, followed by Vietnam at 4,463 and Indonesia at 4,061.

Malaysia has always contributed the largest portion of ASEAN students in Taiwan because of the country’s large overseas Chinese population, said Chen Shang-mao (陳尚懋), a professor with Fo Guang University’s public affairs department, adding that they choose to study in Taiwan because of their knowledge of Mandarin.

Liu Kuo-wei (劉國偉), vice president for international affairs at Ming Chuan University, said that Vietnamese students come to Taiwan to experience the culture and, after their studies, return home to pursue careers at Vietnam-based Taiwanese firms.

The number of Indian students in Taiwan has also been increasing over the past few years.

National Tsing Hua University, for example, has been ramping up efforts to attract students from India after President Tsai Ing-wen (蔡英文) said the country was key to her administration’s New Southbound Policy.

In April last year, the Hsinchu school established its Center for India Studies — the first of its kind in Taiwan.

Center director Wang Wei-chung (王偉中) said that there were only 40 Indians studying at the university 10 years ago, but that figure has now surpassed 200.

They come to study at the university partly due to the cost, as it is cheaper compared with the US, which has traditionally been a major education destination for Indians, Wang said.

Source of the notice: http://www.taipeitimes.com/News/taiwan/archives/2018/10/07/2003701910

 

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Chinese students, made to study Communism, are rising up for workers’ rights

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By

In 1989, the Chinese government slaughtered pro-democracy student activists whose commitment to justice swept the nation; now they’re facing a new student uprising, one comprised of ardent Communist youth whose state-mandated education in the works of Marx, Lenin and Mao have prompted them to stand up for oppressed workers who labor in the for-profit factories that have flourished since the Deng reforms.

President Xi has pursued a program of increased, unchecked personal power and a movement away from western media influences; as part of this, Chinese curriculum has pursued a new emphasis on Communist literature.

The Communist students staged mass, illegal demonstrations in Huizhou in sympathy with a wildcat workers’ strike, bearing portraits of Mao, singing socialist anthems, and chanting «You are the backbone of the working class! We share your honor and your disgrace!»

On August 24, police cracked down on the students, arresting 50 organizers in raids as they sang «The Internationale» in Chinese. Some organizers remain in prison, accused of being secret agents of foreign powers.

Communist student movements are springing up all over China, and local police are cracking down on their leaders.

The dispute in Huizhou began in July, after Jasic Technology, a manufacturer of welding equipment, prevented its workers from forming an independent union. China allows labor organizing only under the auspices of the official, party-controlled All-China Federation of Trade Unions.

The workers said managers had seized control of their branch of the official union. Complaining of being underpaid and treated like slaves, they began to organize a petition before the police intervened and detained several of them.

The young activists learned of the workers’ plight on internet messaging apps and took up their cause, with about 40 students and recent graduates going to Huizhou, a manufacturing hub of 4.8 million people in Guangdong Province. Hundreds of others spoke out in support online — so many that several universities warned students not to go to Huizhou

Source of the notice: https://boingboing.net/2018/10/01/with-chinese-characteristics.html

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UNICEF is concerned for safety of thousands of children in Indonesia following Sulawesi earthquake and tsunami

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Asia/Indonesia/02.10.18/Fuente:

Three days after the earthquake that shook the Indonesian island of Sulawesi and the devastating tsunami that swept through Palu City, UNICEF says the situation for tens of thousands of children will remain extremely precarious in the days ahead. Children in Palu, Donggala and other affected sites in Sulawesi need urgent help to recover. Many have lost their loved ones, homes and neighbourhoods.

“With each new report about this devastating earthquake and tsunami, our concern increases for the safety of children in Palu, Donggala and other sites hit by the disaster,» said Amanda Bissex, OIC for the UNICEF Representative in Indonesia. «UNICEF Indonesia, in partnership with the Government, is doing everything it can to respond to this emergency, which hit the country just one month after another powerful earthquake resulted in hundreds of deaths in Lombok.”

As of 1 October, the Government has confirmed 844 deaths and 632 people injured, with 90 missing and 48,025 internally displaced. The Government estimates around 1.5 million people are potentially affected. It is likely that these figures will increase as more areas become accessible and additional assessments are conducted.

Based on the initial assessment with partners on the ground, immediate needs include evacuation and management of injured, medical and health services including referral services, water and sanitation, food and non-food items and emergency shelter. More than 1,000 schools are feared to have been damaged, directly impacting about 19 per cent of the students in Central Sulawesi.

Based on UNICEF’s experience in Indonesia, essential supplies include food (ready-to-eat meals), water and sanitation materials, primary healthcare items, medicines, and female hygiene kits. In addition, services for the identification and referral of separated and unaccompanied children, prevention of family separation, psychosocial support and education, will need to be scaled up as quickly as possible to protect children and help reestablish a sense of normalcy.

UNICEF is appealing for US $5 million to cover education, health, nutrition, sanitation and child protection needs for the current emergency as well as the lasting impact of the Lombok earthquake.

Fuente de la noticia: https://www.unicef.org/press-releases/unicef-concerned-safety-thousands-children-indonesia-following-sulawesi-earthquake

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Vietnam increases domestic participation in international schools

Anton Crace

By Anton Crace

A new decree from Vietnam’s government will increase the allowed proportion of domestic students in foreign-owned international schools, in a move being viewed by experts as a bid to attract more foreign investment and potentially encourage more students to remain in the country.

Decree 86, which was first mooted in 2017 and came into effect on 1 August, will allow international schools in Vietnam to have 50% of their enrolments made up of domestic students, upping the proportion from 10% for primary and 20% for secondary education.

“It is likely to become a ‘buyer’s market’ to the benefit of the target clientele of parents and students”

“The government is keen on attracting more foreign direct investment and expanding educational opportunities for its young people,” said Mark Ashwill, managing director of Capstone Vietnam.

“I think this is part of the recent trend of encouraging more foreign direct investment, and opening up Vietnam’s economy to the world. It’s a smart and timely decision.”

There has been increased interest in international schools among middle-class families in Vietnam, and the decree, which now permits teaching the National Curriculum in those schools, will likely have a positive impact on student choice, according to Ashwill.

“With more choices available than ever for parents and students, international schools will have to be at the top of their games in terms of curriculum, teaching staff, facilities, ancillary services, and reputation in order to be successful in the long-term,” he said.

“It is likely to become a ‘buyer’s market’ to the benefit of the target clientele of parents and students.”

In creating a buyer’s market, Phan Manh Hung, the attorney who helped the Vietnamese Ministry of Education and Training create the decree, said the new objective would also have a positive impact on state-owned schools.

“The Vietnamese government is hoping… more families stay in the country”

“The state-owned school systems reveal poor performance with a lot of weakness in terms of training quality,” he said.

“The competition between the private schools and state-owned schools would create the good opportunities for improvement of training quality.”

In implementing decree 86, which replaces the earlier decree 73, Hung said the government was tweaking its policies in order to alleviate concerns from foreign investors that setting up international schools would not be viable without domestic students.

As well as primary and secondary education, Hung said the Vietnamese government had also started eyeing investment in higher education, after a recent report from the department of foreign training noted more than 110,000 of its citizens were studying abroad, paying up to US$40,000 per year.

“This suggests that Vietnam is exporting about US$3bn every year to overseas education,” he said.

“The Vietnamese government is hoping that more K-12 international school options for local families in Vietnam will encourage more families to stay in the country, at least until higher education if not beyond, thereby reducing the number of Vietnamese studying abroad.”

Conversely, Ashwill said the decree might increase the opportunities for Vietnamese students to travel for their studies.

“[The new decree] will enable more children from well-to-do families to attend international schools, which will better prepare them for overseas study, the ultimate goal of many,” Ashwill said.

Among its other changes, decree 86 will also allow local kindergartens to link up with foreign entities, and sets the minimum investment to establish a university to one trillion Vietnamese dong, or 250 billion for a foreign-branch campus.

Vietnam has been active recently in establishing its ties with other countries, signing an agreement with Ireland and entering talks with other European nations in late 2017.

Source of the article: https://thepienews.com/news/vietnam-increases-domestic-participation-in-international-schools/

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Types of Cyberbullying

Kasmin Fernandes

By Kasmin Fernandes 

We tackled scam calls, cybercrimes against women and how to spot identity theft. Today, we put the spotlight on a specific cybercrime: cyberbullying. While online socialising has opened a whole new dimension of ways to communicate, it has some unpleasant effects, too. Cyberbullying is one example that has had devastating outcomes on our youth. It uses online communication to abuse or degrade someone. It’s a crime that doesn’t restrict itself to the playground. With advancements in technology, cyberbullying has gained notoriety over the years.

Unlike bullying, cyberbullying doesn’t require physical strength or a face-to-face meeting. Anyone with an Internet connection and a device can be a cyberbully. There are no specific hours, and it can happen 24/7. Since many platforms don’t make an effort to verify that people are who they say they are, the cyberbully can choose an alias and remain anonymous.

According to a recent survey by Norton, 64% of parents believe their children are more likely to be bullied online than on a playground, which means finding solutions to ending online bullying should be a priority for parents and school officials. In the face of traumatic experiences, the mind of a child can be deeply impacted, and those experiences can leave lifelong scars. Children have difficulty knowing how to respond when they are harassed. And when they do react, they often don’t completely understand the consequences of their actions. Cyberbullying has left many of our youth depressed or withdrawn, and in some cases it has led the victim to commit suicide.

5 types of cyberbullying
  • Outing: A deliberate act to embarrass or publicly humiliate an individual by posting their private, sensitive or embarrassing information online. The information revealed can be insignificant or serious, but can have a severe impact on the victim.
  • Fraping: Fraping is serious offense where a person accesses the victim’s social media account and impersonates them in an attempt to be funny or to ruin their reputation. Fraping can have serious consequences, especially because once something is out there, it is very hard to delete it and mend the victim’s digital reputation.
  • Dissing: Dissing is when people share or post cruel information about your child online to ruin their reputation or friendships with others. This includes posting personal photos, videos and screenshots. The person sharing this information will usually be a friend or acquaintance of the victim.
  • Trolling: Trolling is a form of cyberbullying done by insulting an individual online to provoke them enough to get a response. Usually these attacks are personal and instigate anger in the victim, making them lash out and behave badly.
  • Trickery: Trickery is the act of gaining a child’s trust so they reveal their secrets or embarrassing information, which the cyberbully posts on the Internet for everyone to see. The person pretends to be a close friend and confidante, and gives the child a false sense of security before breaking his/her trust.
What to do about it

One of the first things parents must do when their child is being cyberbullied is stay aware and calm. Children may not like to tell their parents when they are being cyberbullied because they are afraid that they will lose their Internet privileges. Talk to your children about cyberbullying. Teach them the basics of online security and stay connected with them daily and digitally.

Another option to keep children safe online is to install reliable online security on all the devices they access.

Cyberbullying, like any other problem, will take time to solve. But when handled calmly, there are solutions available to help manage the menace.

Thank you for reading the story until the very end. We appreciate the time you have given us. In addition, your thoughts and inputs will genuinely make a difference to us. Please do drop in a line and help us do better.

Source of the article: https://thecsrjournal.in/csr-5-types-cyberbullying-today/

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How do you flip a classroom?

Noticias
By Farida Master

Some local school teachers are pushing the envelope with a revolutionary educational philosophy.

While not many traditional schools are aware of Flipped Classrooms, they are a definite trend and part of the national education conversation in New Zealand.

At a recent Reach Every Student Conference (RESCON) hosted at Ormiston Senior College by leader of mathematics Subash Chandar K, more than 60 teachers spent two days with Jon Bergmann, one of the pioneers of flipped learning. Mr Bergmann was accompanies by a team of leading New Zealand and Australian teachers including Jeremy Cumming, Beth Lamb, Matt Lambert, Steve Griffiths, and Aimee Shackleton.

The opening session by Mr Bergmann started with a keynote on `Rising above to make a difference’. He asked teachers why they are in the profession—is it to  inspire, make a difference, pure joy?

He also received many honest answers to questions around debilitating factors that hold schools back.

`Toxic culture, inflated egos, traditional mindsets’, were some of the responses by teachers recorded on the Mentimeter app that instantly showed the poll results on the big screen.

Mr Bergmann said teachers could give themselves permission not to be perfect. “But you must remember that the main thing is to reach to every student in the classroom,” he said.

So how do you flip a classroom?

In a traditional classroom set-up, the teacher delivers lessons face-to-face to students who listen, interact and take notes.

However, in a flipped classroom students access teacher-created videos and pre-recorded lessons on their devices. They are introduced to content before the class begins. It effectively frees up more time in the classroom to assist students with problems they face whilst working on an assignment.

“It’s not about chalk and talk,” said Mr Bergmann.

The American educationist works with governments, schools and universities globally, and has an international faculty to introduce the learning model in Australia, Sweden, Norway, Argentina, Brazil, Spain, China and Taiwan.

A former science and technology teacher, Mr Bergmann decided to “flip” what students did in his class, watching video lectures at home and doing exercises (homework) in class under supervision. He found that student grades went up.

“It’s time to stop lecturing and engage students by using the time in the classroom to have discussions and debates,” he said.

“A lot of kids who used to miss class also found it very helpful to have pre-recorded lessons as flipped learning creates a student-centred environment. Students can stop and rewind the video for information as often as they need to do understand the concept.

Fuente del artículo: http://www.times.co.nz/news/how-do-you-flip-a-classroom/

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